cyber schools

Cyber School in Real Life

Thousands of new students enrolled in Pennsylvania’s cyber charter schools in response to the pandemic, but there is often skepticism toward such schools. Hannah Bowser attended cyber school her entire K-12 career. She shares her experience and tips for new cyber parents and students.

A successful cyber school experience combines the self-paced, purposeful experience of a homeschool environment with a carefully planned curriculum supported by friendly, certified instructors.

I was a cyber school student for my entire primary and secondary education. I also switched cyber programs three times during those years. I attended PA Virtual Charter School from kindergarten through seventh grade, PA Cyber for eighth grade, and Commonwealth Charter Academy for all of high school. After graduating with high honors (including membership in three honor societies), I enrolled in a private liberal arts college, where I’ve qualified for the Dean’s List every semester while participating in various clubs and activities.

I attribute much of my collegiate success to the way my cyber school experience prepared me, and I hope my experiences can help your family better understand successful cyber schooling and weigh whether it’s a good fit for your child and you.

Younger students

Parents with younger students (generally kindergarten to the fourth grade) can expect the greatest level of involvement in their child’s cyber education. The early years require parents to play a more active role in their child’s education.

In elementary school, for example, my mother was my primary teacher. She sat with me in front of the computer and read the lessons aloud. We worked through classes together. She answered my questions, and if she didn’t know the answer, she consulted my textbook. I completed quizzes, exams, and papers with her help, if needed. She always proofread my papers, but I did the work.

Online teachers were always readily available. In my case, I was assigned a teacher who periodically checked in via phone, kept tabs on my progress, and served as a resource to my parents.

Overall, the amount of parental involvement will depend on both the parent and cyber school’s support system, as well as the needs of the child. My mom, for example, had to tailor her tactics to meet the different needs of both myself (who always wanted to complete extra projects) and my brother, who refused to sit still. It turned out he learned best while standing!

Transition years

During the transition years of fifth and sixth grade, parents can take a backseat in the process because the teachers encourage students to reach out to them directly for assistance instead. A parent’s role is no longer that of primary teacher but rather of secondary coach. Teachers and parents now share the responsibility of educating the student.

Older students

Parents of older students can expect much more independence from their child. In high school, my mom was no longer my main teacher—I was. I read through the lessons and textbooks on my own, attended online lectures, and contacted instructors at my discretion. I was self-motivated and self-disciplined, and my success was up to me.

My mother was still involved but from a distance. I came to her occasionally with questions. She still proofread my papers, encouraged me to work hard, and checked in on my progress, but I relied more on myself and the teachers, who offered multiple online class throughout the week, much like college schedules.

Tips

  • Many cyber schools provide their students with free textbooks. The work is not all done online.
  • Parents looking to enroll their child in cyber education ought to thoroughly evaluate the quality of the curriculum, which varies from one school to another. Some are more rigorous, some prioritize the use of physical textbooks, while others opt for e-books.
    • I recommend the K-12 curriculum, especially for younger students. Some benefits include courses on phonics, a focus on history over “social studies,” and early guidance on the research/writing process.
  • Co-ops are an opportunity for cyber students to socialize with others, gain classroom experience, and adapt to diverse teaching styles. They can also serve as support groups for parents and bring variation to the school week.
    • Parents teach the week’s lesson as a “class” and can even include gym or recess times. Overall, these groups are voluntary and not typically provided by the cyber school; nonetheless, they are an asset to any cyber parent and student.
  • Independence of each student will vary. Students with lengthy experience in the cyber school system may have motivation and discipline fully developed by their later years, but for younger students, this may be a new concept and require greater parental involvement, even in high school.
  • Some cyber schools (typically in the middle- to upper-grade levels) may choose to implement “block scheduling,” in which an institution condenses a year’s worth of material into a single semester to resemble college-style learning.
    • Downfalls of this method can include a faster pace and topic exclusions.
  • Cyber students are still required to take standardized testing. Performance on these exams enables parents to gauge their child’s progress compared to those in traditional brick-and-mortar schools.